Leadership Report to Local Governing Body · Infrastructure Manager (& SLA) Total Communication Assistant (support access to learning) ... Personalised learning taking account of

Leadership Report to Local Governing Body

Summer Term 2017 4.30pm Tuesday 16th May 2017

Leadership Report to Local Governing Body (LGB)

1 | P a g e Summer Term 2017

Introduction Welcome to the Summer Term Leadership Report to the Local Governing Body. Last term continued to be a busy one for school with the initial work on a new curriculum being started after the publication of the Rochford Review. Although we are still in the very early development stage of this it is something that we are all looking forward to working on and thus ensuring all the children at Kingfisher have an exciting curriculum which best meets their needs. The report follows the format from previous terms but we are looking at developing it further to ensure that we all remain accountable and that it is clear what we are working on in each area and what has been achieved. Next term we will be introducing a RAG rating for each action so that thus is made clearer.

In order to continue to challenge our practice across school, we are in the process of engaging a School Improvement Partner (SIP) to work with us. Moira Thompson is the Executive Principal at the Hawthorns School in Tameside which is a special school for primary aged children with complex learning needs. As an Academy it has recently joined the New Bridge Group and is a National Teaching School. Although Moira has no previous experience as a SIP she is keen to work with us and support us to continue to strive for the best possible outcomes for the pupils at Kingfisher. She has a wealth of experience in a special school setting and leads an Ofsted rated, outstanding school. Whilst engaging Moira as a SIP we are also satisfying the requirements of the Oldham School Improvement Model which has been shared this term by the LA. This is down as an agenda item for the meeting.

Continuing with the theme of school improvement, the SSAT peer to peer review that we took part in earlier in the year has now completed its cycle. Kingfisher was partnered with Oakdale, New Bridge and Redwood Special Schools and each had a planned visit looking at a particular area of development as decided by its SLT. This system is now due to be reviewed and we need to decide if it was a worthwhile experience for us to repeat and to measure the impact it has had.

In order to ensure distributed leadership Sue Caine, Jenni Cryer and Suzanne Pass are now working much more cohesively and have each taken the lead on a Learning Team. For the Summer term Sue will have the overview of Blue Team, Jenni of Red and Suzanne of Yellow. This will incorporate learning walks within the teams, monitoring planning and having a knowledge of any pupil or staff issues when they arise. A RAG rating system has been set up so that SLT can see if there are any issues arising with any of the teachers around things like their planning, lesson observations, Learning Journeys, PLPs and quality of reports. Although this won’t be shared with teachers it will alert SLT to see if there are any patterns to cause concern. This system will be trialled in the Summer term. Weekly meetings are also planned for so that any information in each team can be shared between Sue, Jenni and Suzanne. This will mean that all information is shared and they will all have current knowledge of any issues across the school and as Head of School I have a good overview across the whole school and am confident in my knowledge when reporting back to the Executive Principal.

Nic Found and Luke have been really busy over the term working on updating the website. It is now much more streamline and user friendly, incorporating lots of information about school, in a very visual way. All letters, newsletters and parent guides are now on there as well as each class having their own page. It continues to be work in progress but it is looking fantastic!

The Self-Evaluation Form (SEF) was presented at the first meeting of the school year. This acts as the basis of the school’s current situation and the Leadership Report provides updates and greater detail. Each term these will be updated, and as Governors define areas of responsibility, they will be able to contribute to the dialogue.



Kingfisher Special School

Local Governing Body - Day-to-day running of the Academy

Chair (also Trustee – Jeremy Sutcliffe)

Head of School (Sue Caine)

Two Parents (Emma Brierley and Alison Weakley)

One Member of Staff (Vikki Boyd)

Three Co-opted (Linda Hunt; Neal Breslin and Jackie Bird)

Leadership Accountability Framework Local Governing Body Responsibilities Vision, Ethos and Accountability

~ Ensuring the Trust’s Vision and Ethos underpins the work of the Academy

~ Implementing policies and plans agreed by the Trust Board

Standards

~ Scrutinising Educational Excellence, including monitoring Academy data

~ Holding Academy SLT to account for children’s learning and wellbeing

~ Setting aspirational targets for pupil performance and regularly reviewing progress

~ Oversight of the quality of Teaching & Learning with knowledge of strengths and areas for development

~ Overseeing the distribution and effectiveness of various budget premiums (eg Pupil Premium)

Ofsted:

Overall Effectiveness: the quality & standards of education

Effectiveness of Leadership and Management

Quality of Teaching, Learning and Assessment (including SEND, Maths and Literacy)

Personal Development, Behaviour and Welfare (including Safeguarding & LAC)

Outcomes for Pupils – quality & standards of education (based on an evaluation of the pupils’ learning and progress

relative to their starting points at particular ages and any assessment measures the school holds - not take account of

their attainment compared with that of all other pupils)

Effectiveness of the Early Years Provision – quality and standards

Educational Excellence Leadership & Management

Improving the Quality of Teaching (Pedagogy) ~ Appraisal - oversight of the quality of Teaching

& Learning with knowledge of strengths and

areas for development

~ Professional Development

Standards in Pupils’ Achievement ~ Monitoring Academy data and assessment

~ Setting aspirational targets for pupil

performance and regularly reviewing progress

and outcomes

~ Overseeing distribution and effectiveness of

Pupil Premium

Curriculum Development ~ NC Subjects

~ Aspect Development

~ Overseeing distribution and effectiveness of PE

& Sports Premium

~ SMSC / British Values

~ Educational Visits & Outdoor Learning

~ Learning Environment

EYFS

Quality & Standards

Organisation (whole school) ~ Staff Deployment, Duties and Responsibilities

~ Staff Wellbeing

~ Staff Attendance

Personal Development, Behaviour & Welfare ~ Safeguarding

~ LAC

~ Admissions

~ Pupil Attendance

~ Behaviour

~ Personalised Planning

~ Pastoral Support

~ Admissions/Transitions

Community Partnerships ~ Engagement

~ Link Governor

Operational Support ~ Facilities

~ Health & Safety

~ Infrastructure



Kingfisher Special School Priorities 2016/17 Computing & ICT

Strategy Identify and develop necessary roles to ensure computing & ICT strategy implemented effectively:

Strategic Team

Infrastructure Manager (& SLA)

Total Communication Assistant (support access to learning)

3 Computing Assistants (support curriculum delivery)

Increase Signalong Tutors to 6

Infrastructure Develop overview of Infrastructure and requirements across school

Teaching & Learning - Computing Complete T&L structure Identify appropriate hardware and software to support delivery of Computing curriculum

Staff Development Develop staff skills in ICT to effectively deliver computing curriculum and support children using communication aids

Total Communication

Review Communication guidelines to identify resources

to enable access to learning (no-tech; low-tech & high-

tech)

How Children Learn

Teaching & Learning

Finalise all T&L structures to ensure approaches and

strategies reflect early learning needs eg sensory

integration; use of holistic therapies; motor development

Create a model that reflects stages of learning and

development to support staff in their understanding of

how children learn and in identifying appropriate

strategies and content

Staff Development

Develop staff knowledge and understanding of child

development and impact on teaching & behaviour

Develop staff skills in:

~ Intensive Interaction

~ Developmental Movement Play (DMP)

~ Holistic Therapies

~ Sensory Integration

~ Motor Development

~ Subject specific creative approaches

Curriculum Enrichment

Develop underpinning rationale for Educational Visits & Visitors to school and ensure these are planned across 4 year

cycle to bring learning to life

Continue to enhance learning environments eg:

~ Classroom outdoor spaces and storage

~ Shared resource areas and accountabilities

~ Shared external areas

Further develop Midday roles to support lunchtime provision

Develop rationale for MU Foundation partnership

EYFS

Develop shared Vision and Practice across classes

Developing Professional Practice

Introduce Iris as self-reflection tool

Further develop coaching skills and opportunities to develop practice

Develop professional development pathways

Further develop partnerships with Springside Special School

Home Learning Links

Further develop Personalised Planning meetings (PPMs) to incorporate pupil progress

Extend parental offer to support partnership working through eg, workshops, drop-ins



EDUCATIONAL EXCELLENCE

Improving the Quality of Teaching Appraisal – Spring 2017 A total of 22 lessons were observed during the Spring term which included half termly observations for the 2 NQTs. Following on from all these observations it was felt that no additional support was needed for any specific teacher. The two informal support packages which were put into place in the Autumn term after lesson observations have continued and it was evident from the current observations that this had been successful and was impacting on the quality of teaching and learning within those classes. The support will continue into the Summer term with the teachers continuing to put into practice what they have learned whilst being supported when needed. Some of the strengths which were observed across school were:

Class team are very effective in supporting learning and behaviour

Personalised learning taking account of children’s sensory needs

Encouraging resilience – children will ‘have a go’

Confident to research and develop different approaches to learning

Very positive relationships between children and between children and staff

Professional leadership skills of the teacher ensure clear communication within the team

Well organised learning environment which meets children’s needs

Use of iPad to support learning

As well as identifying their strengths, teachers are also asked to identify any areas that they need to further develop. Within the observations these included:

Further develop the use of communication books and boards throughout the school day

Further develop evaluation system so that TAs support individual evaluations of learning and planning for next steps

To incorporate Communication targets onto short term plans

Further develop celebration of learning with WALT stickers

To establish meaningful sensory cues for the children working at that level and trial using multiple resources

Ongoing assessment of appropriate behaviour management strategies to ensure children can engage in learning

Considering checking on children’s understanding of their learning – can they reflect on what they have learned?

The strengths and areas for development are referred back to at the next observation feedback when we also reflect on evidence of improvement since the last observation. This round of observations included observed improvements on:

Extension activities

Addressing children’s sensory learning needs

More focused approach on communication skills

Computing used to engage the children at various points through the day to engage and develop key skills

Group organisation is working well and has developed to better meet needs, enabling more targeted learning

Use of DMP as an integral part of learning sessions

Governing Body Questions / Comments

Success EVALUATED by Governing Body



Professional Development - Sue Caine REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: Whole staff training continued into the Spring term with a twilight session led by Dave Keeling from the Laughology – an organisation which delivers programmes for creating happy and productive organisations. Members of the SLT had previously seen him at a Leadership conference and asked him to deliver a session to all staff around developing self-reflection, working as a collaborative team and to encourage creative thinking. This was all delivered in a very engaging and motivational way which staff engaged well with. They then began to take this further by looking at their own practice and how this could be best developed with their class team. In order to develop the knowledge of how the children at Kingfisher learn, all teachers have been enrolled on Elklan training with Katy Latham which is a series of 10 sessions looking how children with learning difficulties best communicate. These sessions will run into the Summer Term. We had a very successful INSET day in the Summer Term which was all around ‘Getting Ready for Learning’. Members of SLT and the Lead Practitioners facilitated the sessions with a Learning Team, where classes worked within their class teams looking at the impact of sensory processing on the children we teach and using PLPs to identify what children need to do to be ready for learning. We have had some really positive feedback with staff saying how much more they learned from each other and were able to contribute to the day with confidence. We are looking at continuing facilitated sessions in a similar way over the next academic year. Whilst the teachers have been doing the Elklan training, the TAs have had a more bespoke training plan and have worked with SC defining their roles and how they can best support children’s learning. This also incorporated a staff ‘swap’ with a TA from a different learning team to enable all TAs to see how different teams work and how the needs of these children are best met within the learning team. Reflecting on this experience and identifying personal learning is something that is planned to be built on for the next term as well as incorporating some discussion time into the TAs professional development meetings. Staff knowledge of the use of iPads to enhance learning has been looked at by the TA 4 Computing Assistants and this has been done on an individual class basis when the need has arisen. A number of staff have attended some external training opportunities including the update of Team Teach tutor status, the NQTs and RQT attending Coaching Level 1 and a number of staff attending sensory integration meetings with families and OT around individual children. The Lead Practitioners and Jenni Cryer have continued to plan for NQT development days which have been well received. They have also completed IRIS training and are currently using it as a trial. Jenni Cryer has completed her NPQSL submission and Terri Unsworth has completed her NPQML submission. Sue Caine has just embarked on her NPQH.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME All staff have the computing skills they need in order to

support children in accessing the curriculum Audit the skills of all staff across school - completed

Create a training programme for staff to be able to develop their skills and become more confident when using computers/ICT equipment – completed, now addressing needs as they arise with the new technology

Create 3 Computing Assistant roles to assist in staff training – in post

Plan and deliver iPad training for all staff using the Computing Assistants within Teams - completed

Continue to plan for training when the need arises to ensure that skills gaps do not reoccur - ongoing

Temp L4 contracts for 3 TA3s Cost of MR to deliver initial training

NS/SC NS/SC NS/SC NS/SC/MR/Comp Assistants NS/SC/Comp Assistants

Sept 16 Oct 16 Oct 16 Nov 16 July 17

All staff have a good understanding of how the children they work with, learn and develop

To create a training programme covering child development and the impact on teaching and behaviour – Elkan training

Develop staff skills in: Intensive Interaction

SP/NF SP/NF

June 17 June 17



Developmental Movement Play (DMP) Holistic Therapies Sensory Integration Motor Development Subject specific creative approaches

To plan whole school training on the use of Numicon to help staff understand how Maths can be delivered to children with complex learning needs – not a current whole school priority

Cost of facilitator

SP/NF

May 17

TAs have a good knowledge of what an ‘outstanding TA’ looks like at Kingfisher

To develop TAs knowledge and understanding, looking at the TA standards and what these look like in practice - ongoing

Create opportunities for paired working across school - ongoing

To work in partnership with Springside School to further develop TA roles across both settings

SC SC SC

Supply cover for visits

IRIS is established across school with teachers being confident in its use

Staff training arranged for introduction of IRIS – LPs and NQTs

Teachers given opportunities to use the system and to become comfortable with it

Coaching times to be identified to enhance practice

JC JC JC

Sept 16



Pedagogy – Jenni Cryer REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: IRIS & Coaching The Lead Practitioners, members of SLT and NQTs had a morning session with IRIS trainers to learn how to use the system to record and share sessions and create groups on the IRIS website. Prad and Chris have created holders for the IRIS iPads and mounts have been installed in the Lead Practitioners and NQTs’ classrooms. A timetable for the use of IRIS has been created and Prad has begun to set up the IRIS system in classrooms at the allocated times. Teachers have begun to use IRIS to record sessions. Two further development sessions are planned for the Summer term to enable the group to work together to develop how the system can be best used for reflection and further developing practice.



Support for NQTs A bespoke training and professional development programme has been planned for based on NQT requirements. The first 2 development days focused on ’Leadership in the Classroom’ (planned and facilitated by Jenni Cryer, Terri Unsworth and Emma Hamnett); and ‘Getting Ready for Learning & Behaviour Management’ (planned and facilitated by Jenni Cryer, Nic Found and Nic Smith). Feedback from the participants was very positive and the mentors reported that the mentees have begun to develop their practice further, putting what they have learned into practice in the classroom. The ‘Getting Ready for Learning & Behaviour Management’ development day is being adapted for delivery to the whole school at the next INSET day in the Summer Term. The next development day for the NQTs and RQT will focus on ‘Total Communication’ and will be facilitated by Jenni Cryer and Terri Unsworth, with input from Katy Latham (SALT) and Cath Hayes (Communication Assistant). The remaining two sessions are planned for delivery later in the term. ‘Teaching & Learning – what makes outstanding teaching?’ will include a learning walk around school and a look at primary need specific pedagogy (facilitated by Jenni Cryer, Charlotte Williams & Emma Hamnett) and ‘Using Research & Coaching to Further Develop Practice’ (facilitated by Jenni Cryer & Nic Smith) and will have half a day on using information and research to develop practice and half a day planning with mentors on how to put this into practice in the year ahead. These NQT days have been very successful and the NQTs are both on track to passing their NQT year and becoming RQTs in the next academic year.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME IRIS is working in school and is used as a self-reflection tool by Lead Practitioners and NQTs/other teaching staff on a voluntary basis (initially)

Prad works with Chess and Sophos to identify and fix the source of the video playback issues – achieved Autumn 2 2016 Lead Practitioners, NQTs and volunteers are set up as users on the system – achieved autumn 2 2016 Brackets fitted in classrooms to mount IRIS hardware – achieved Spring 2017 Timetable of IRIS use created and Prad assists users with set up of system – achieved Spring 2017

N/A Cost of brackets

JC/Prad JC/Prad

Ongoing After issues resolved End Spring 1 2017 Summer 1 2017

NQT mentors and NQTs have clarity of their roles and expectations of them NQTs understand:

Own priorities for development

What support is available to them

How progress will be measured & monitored (deadlines)

Plan facilitated session with LPs – pre-session activity using their presentation from interview about LP role (JC & SC to facilitate) - two completed

NQT files created and shared with NQTs - completed

Guidance on NQT Induction written, reviewed by SLT and shared with NQTs and Mentors - draft version shared

LPs meet with NQTs to discuss CEDP and identify own priorities for development - completed where appropriate

Contact other Special Schools/Teaching Schools and arrange meetings/visits to share practice and ideas for NQT professional development - visit to Tor View completed, information shared by Palmerston.

Pro forma for observing Lead Practitioners developed with LPs and used by NQTs to develop own practice (feeds into development action plans) – this has been trialled by the NQTs and mentors and feedback has been positive.

N/A

JC/SC JC/LPs JC LPs JC/NS

13.10.16 Nov 2016 Nov 2016 Nov2016 Dec 2016

We have a clear overview of the potential professional development pathways available in other teaching schools

Meet with professionals from other teaching schools - ongoing JC/NS End of spring 2017

We have a plan for various professional pathways for staff to take

Use research to create our own professional development pathways - ongoing JC/NS





Development of the Teaching School – Jenni Cryer REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: We have been working collaboratively with the other Teaching Schools in Oldham and the LA to develop how we can support schools to improve, particularly schools which have been identified as ‘at risk’. Anne Redmond (NLE) has agreed to meet with two head teachers from the identified schools to discuss their needs and possible support. We are also exploring working in partnership with another Teaching School in future developments. Oldham, Rochdale and Bury LAs have met with Teaching Schools from the 3 boroughs to discuss and plan a collaborative bid in the first round of funding for the DfEs Teaching & Leadership Innovation Fund. With two other Teaching Schools from Oldham, we have agreed in principle to support and help write the bid, and will be attending two planning meetings in the near future. Following the changes in licenced providers of the NPQ professional development courses, a collaborative of numerous Teaching Schools under the leadership of The Marches has applied for the licence. We should learn soon whether this has been successful. This will enable us to continue to deliver the NPQML & NPQSL courses, and gives us the possibility of delivering the NPQH course. There may also be a possibility of SITE places through this provider in the future. We are currently updating the information on the website about the Teaching School and developing a system and pro forma for school to school support. We have begun two research projects. A group of staff, parents and children are participating in a research project by an OT through Newcastle University and we have started a small scale action research project in Red Team to explore how advice from OTs regarding sensory processing difficulties can be interpreted and implemented by staff to ensure children’s sensory needs are met effectively.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME As the Teaching School support is withdrawn from the OSA, develop new ‘alliances’

Development of clear structure of alliance and roles, e.g. who are our alliance strategic partners and associate schools (for example – schools paid to take ITT trainees) - completed Define how other strategic partners fit into the structure

JC/ML Summer 2017

Investigate SITE and ITT – have a clear ‘picture’ of what we do now, develop a clear vision of what our ideal would be and begin to investigate different options (HEI providers, SCITTs, in-house training)

Visits to other Teaching Schools (e.g. Tor View (completed), Hawthorns) Meeting with job-share school re ITT: clarity needed around ITT offer Meet with New Bridge to discuss possible collaboration - completed Attend SITE meetings with other special schools – explore use of SCITT for bespoke training delivery - ongoing Explore possibility of offering supplementary placement in special school for trainees interested in special ed at Kingfisher after course finishes

JC Summer 2017

Investigate working collaboratively with other Teaching Schools to provide school to school support

Explore possibility of working collaboratively and putting in joint support bids across Oldham - ongoing

JC/ML/IM Summer 2017

Through development of NQT programme, devise ITT programme or CPD programme which can be offered to other teachers within the Kingfisher Trust and other schools

Plan, and deliver 6 days of bespoke CPD for our NQTs, facilitated by LPs – 3 delivered, 3 planned for summer term Speak to Mills Hill about what training/support/experience is already offered to teacher trainees – completed Spring 2017

JC Summer 2017



Develop career pathways model for Kingfisher for teachers and support staff

Work with GM special schools forum/New Bridge to explore what training, qualifications, etc. are available through alliance partners, CPD offer already, and what is needed – possible SLAs with partners - ongoing Work with Sue Caine to develop pathways model and rationale for Kingfisher Trust - ongoing

JC Summer 2017

Further develop research and development

Carry out action research project on sensory referencing in Red Team (with Nic F); work with Sally and EYFS to research play in the Early Years and develop best practice approaches; work with Jennifer from Leeds OT/NHS on leisure activities for children with communication and mobility difficulties – started Spring/Summer 2017. Look into LP work as research - as part of their role could they carry out a piece of action research each year? Investigate NFER enquiring schools programme – possible joint working between Kingfisher, Mills Hill, Yew Tree and Burnley Brow – 2 staff from each school attend training and lead on research in their school – discuss at SwS meetings how this can be shared across schools/Oldham – use of enquiry days? – Initial contact made with NFER. Awaiting further info from Helen at Burnley Brow.

JC Summer 2017



Quality of the Curriculum and Pupil Achievement - Suzanne Pass/Charlotte Williams REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: In light of the recent recommendations from the Rochford review and the fact that around 65% of the school population are currently working below the subject specific teaching thresholds in English and Maths our review of the curriculum and our teaching approaches continues. SLT met with Lead Practitioners to begin the process and have continued to meet to further develop and begin to pilot alternative approaches. Development of the Teaching and Learning structures will continue but will need further adaptation to meet the new curriculum approaches. Coupled with the Curriculum Review is also a review of the assessment, recording and reporting arrangements we use in order to measure, track and identify targets to ensure all pupils make good progress. We have purchased SOLAR, an electronic planning, recording and assessment tool which will better enable us to plan, record and report pupil progress. We are keen to ensure, however, that the curriculum review and design lead our decisions in the assessment approaches we subsequently choose, rather than being driven by assessment to deliver an inappropriate curriculum. Assessments for at least the current year will continue to use P Levels in order to meet statutory requirements for this academic year. Work with staff through Pupil Progress meetings, Moderation staff meetings and attendance at Greater Manchester moderation meetings have served to develop staff skills and awareness in standardising judgements and for providing evidence and justifications for judgements made. These are planned for throughout the year. PLPs continue to be embedded



and staff are being supported through staff meetings to review the impact of the information contained within these documents to ensure children’s needs are being met across the curriculum. A new Pupil Premium Strategy has been developed and is ready to go onto the website. This is more detailed than the previous report and addresses barriers children may face. This new strategy replaces the previous report and evaluation. A Language Day took place in the Spring Term with a French twist and a visiting French musician from Live Music Now. We had a visiting chef, a storyteller telling a sensory story in French and opportunities to explore French artefacts. Monet was the artist of choice and a puppet called Claude was used to introduce all the activities. The staff were again better able to plan a range of activities for different groups of children to access and being termly rather than half termly has continued to improve the quality of experience.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME Quality of the Curriculum Overview of the whole curriculum picture to be developed to demonstrate quality of coverage Curriculum developments shared and staff knowledge and understanding increased of impact of non-typical child development Big Picture of Kingfisher curriculum in place

On completion of all T&L structures CPD opportunities planned Create Big Picture incorporating all key aspects once T&L structures and Guidance documents are completed

SP SP SP

Autumn 16 Autumn 16 → Summer 17 Autumn 17

Teaching & Learning New T&L Structures further adapted, ensuring coverage of NC and offering guidance/support for non-typical child development reflecting outcomes of Curriculum Review and Rochford Review recommendations

Reviewed, adapted and developed as part of curriculum review Subject leaders to finalise T&L Structures for each subject for the whole 4 year cycle of themes and jointly plan CPD opportunities Curriculum offer researched and defined Key Curriculum planning and assessment tools piloted

SP SP

Autumn →16 Summer 17 Spring/Summer 17

Language Days - Whole School stimulus days each term Whole school termly stimuli planned and booked for each theme. Up to £1000 per term

£3000 annually

SP From Sept 16

Pupil Progress and Pupil Premium System in place that enables individual pupil progress to be analysed from given starting points at Kingfisher (against National statistics if appropriate) To track Pupil Premium data and report on a termly basis to look for any trends that may occur as a result of specific interventions across school. All staff to be aware of pupils who are in receipt of pupil premium so that they can be targeted for additional interventions where appropriate.

CW/KT to look at pupil’s starting points and analyse where each cohort are at present Target three children who are currently having interventions across the three learning teams to analyse progress, impact on educational outcomes and any positive impact on wellbeing Monitor data as part of pupil progress meetings and set up a Pupil Premium file containing case studies from across the three learning teams.

CW/KT CW

Autumn 16 - 17 onwards Autumn 16 onwards

Assessment for Learning System of assessment and recording in place which demonstrates progress in learning for all children

Curriculum and assessment review completed Attend SOLAR training

£1500

SP/CW SP/CW/KT

Autumn 16 onwards



Develop appropriate use of SOLAR and identify assessment strategies, approaches and measures by which to report progress

Moderation At least termly moderation planned within school and between partner schools

Moderation meetings set for the year Links with partner schools established and/or maintained GM moderation meetings attended

CW

Autumn 16 – Summer 17



Wellbeing – Jenni Cryer REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: The new structure of the Kingfisher Action Team (KAT) appears to be working well and they have already been involved in a number of projects. A request has been submitted to the KAT to review the lunchtime clubs provision and to seek feedback from children about whether there are other activities that they would like included. A new dance lunchtime club has already been set up and well-received. It is also planned that members of the KAT will be ‘sports leaders’ during sports week this year. This, in addition to the high quality PE lessons, extra-curricular clubs at lunchtime and extensive sports activities in Sports Week, should enable us to achieve the Gold School Sports Award this year. We are continuing to further develop PALS to engage the children more fully. The rationale for PALS, which was written in response to staff feedback, and examples of collaborative planning have been shared with the whole school staff. Following our achievement of the ‘gold’ healthy school award in 2014-2015, this year we are working towards retaining it as it is only valid for two years. The initial review has been completed and Elaine Curran is leading the work on the objectives for the award. The feedback from staff about the Manchester United Foundation Partnership was positive overall with staff reporting on their greater confidence in planning and delivering PE sessions. Staff also reported a higher level of challenge in PE lessons. We are working with the new Disability & Inclusion Officer from the Foundation to review the partnership and look at how it can be developed further to increase the benefit to the children of Kingfisher. The lifeguard’s temporary contract finishes in May. The rota which was put into place so that the 10 TAs trained in the RLSS Water Rescue Award had the opportunity to put their recently acquired skills into practice, will be extended to cover the whole week to ensure that in-school swim sessions and hydrotherapy can take place. Cover for the classes of the water rescue team will be provided by a TA1. We have a SLA with Cycle Tech Oldham to maintain and repair the bikes. They have started a systematic review of the cycle fleet and repairs are ongoing. We have created a database of the bikes to keep track of the repairs and maintenance and to ensure that services are carried out regularly. The bikes are now being used by the children again on a regular basis.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME Investigate how the sensory needs of pupils can be best met in the classroom to enable optimum learning to take place

Carry out research project on use of sensory profiling – including referrals to OT and permission from parents, observations before and after intervention to assess impact – started Spring/Summer 2017

£500 research grant?

JC/NF 2016 – 2017

Pledge to Peace outcomes: Plan ceremony for pledge to peace– including film of KAT - completed

JC/NF



To further develop Sid’s Garden as a place for peace to symbolise our commitment to peace and as a reflective space for pupils, parents and the wider school community To further promote the development of inner peace and peaceful coexistence – through PSHE, SMSC, and British Values Further develop the role of the KAT as advocates of peace across school.

Children to design, create peace pole; to be installed in the garden Organise ceremony in Sid’s garden – possibly invite: Sid’s family; and families of those remembered in the garden; Richard Outram and Maria Ellis. Write an article for the ‘peace times’ about the re-opening Work to develop the PSHE T & L Structure to include reference to the promise to peace - development of ‘friendship skills’ in PSHE and through SEAL. Add to Wellbeing rationale. Plan peace week to coincide with international day of peace – celebrate/highlight activities which promote peace – yoga, massage, art, music, drama + hole a special assembly. Incorporate into PALS rationale and agree at SLT. Share with staff – possible use of LAF

Involve the KAT in the planning and delivery of Peace Week.

£500 N/A

NF/JC End of Spring 2 2017 Summer 2017 Summer 2017 (for delivery in Autumn 2017)

PALS sessions are well planned and provide meaningful opportunities for pupils to develop PSHE skills

Share new rationale with staff – completed Classes plan suitable time and day for PALS session with their partner class - started Teachers plan PALS collaboratively - started

N/A JC/NF/SP By Summer 2017

Achievement of Platinum Healthy School Award Create action plan to achieve targets to meet Gold award criteria - completed Work together to achieve targets, monitor impact, collect evidence for report – ongoing

JC/EC By Summer 2017

All staff understand Steve Harcourt’s role and know how to request that he works with the whole class, a small group or individual pupil

Create flow chart/ referral form for Steve – referral process in place N/A JC/SH/NF By Dec 2016

Achievement of Gold School Sports Award Create links with other Manchester United Foundation Hub Schools Involve KAT in the planning and organisation of school sports week

N/A JC/KP/SH By Summer 2017

All bikes are in good working order and the pupils are able to use them on a regular basis

Create inventory of fleet of bicycles – started Spring 2017 Arrange for mechanics to come to school to fix bikes - completed Identify members of staff who would be willing to carry out small repairs and arrange training so that bikes remain in good working order

tbc JC/SH By end of Spring 2 2017

PE Teaching & Learning Structure is completed Continue to write half termly topic ideas for the remaining 4 topics this year – ongoing – passed to KP Finalise T & L structure

N/A JC/KP By summer 2017

Develop a culture of every moment being a learning opportunity over lunch time periods

Mid-days provided with development opportunities Suitable resources sourced – completed Work with KAT to develop activities based on children’s feedback Plan in place for effective lunch-time activities

tbc JC/SH Over year



Plan staff development sessions for TAs in leading midday leaders in play activities



SMSC / British Values – Suzanne Pass

REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: SMSC / British values - Ensuring Awareness and Understanding: The monitoring of vulnerable groups’ participation in activities in relation to SMSC continues, particularly in relation the children’s access to Wellbeing activities. Staff continue to include evidence of SMSC in Learning Journeys. Developments in evidencing and documenting SMSC will be built into the curriculum review process as it changes and develops. The Intervention Record included within the PLPs continues to track individual access to additional therapies and enrichment activities, including children in receipt of Pupil Premium. The Kingfisher Action Team (KAT) The KAT has been involved in developing a design for the Peace Pole to be installed in the Peace Garden, following our signing of the Peace Pledge. The Toucans’ Class continue to take their roles seriously and have really benefitted from the learning around teamwork and democracy as part of their role. Collective Worship: We continue to meet statutory regulations in having some act of collective worship each day. To make this meaningful for the children – we introduce the whole-school SEAL theme on a Monday and then the children consider developing this over the week – working with their partner class on a Wednesday afternoon in PALS (Partners Across Learning teamS). In Friday’s Assembly, the paired classes take turns to share their work with the whole school, and those children that have excelled in displaying the SEAL objective, receive a certificate to take home and a celebratory squawk from Eric the emu puppet. When an assembly is not timetabled, classes have a moment of reflection or prayer, and this is written on the class’s timetable. A candle is lit during a prayer or time of reflection in whole school assemblies to inspire a spiritual element of awe and wonder. Some classes also use a candle during class prayers. Educational Visits: Carol Shaw is our Educational Visits Coordinator (EVC). Where learning objectives can be achieved by using our outdoor areas, this is now given more consideration. Systems now in place ensure a more robust and cost effective approach. An Educational Visits “Big Picture” will form part of the curriculum review as a whole. Educational visits will be mapped against the four year cycle of themes and in relation to the Oldham Pledge ensuring all children receive a “core offer” in terms of enrichment opportunities whilst in school.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME Profile and awareness of SMSC maintained Monitoring of planning, updates of T&L Structures SP Ongoing

Pupil participation in activities is planned for, monitored and evaluated – particularly vulnerable groups

Monitor and evidence pupil participation in enrichment type activities – for example, Donkeys, Educational Visits, Lunchtime clubs. Liaise with Sally Thornley re links with Play Therapy etc

SP/ST/ JC

Ongoing

KAT meetings to follow set format and cycle to be planned for KAT meeting schedule planned and in diary. New KAT members identified and inducted – staff and children

SP Autumn 16

KAT developments/projects in evidence Projects identified and budgeted for individually. Team Kingfisher to support projects if possible/as necessary

Individual SP Ongoing



Educational Visits rationale in place linking learning to visits Each pupil receives breadth of opportunity Processes clearly defined

Outline plan of Educational Visits to be drawn up detailing “Kingfisher Offer” – what should we expect a child to have experienced in their time at Kingfisher in terms of Educational Visits? (on and/or off-site – to be built into curriculum Big Picture)

Individual SP/CS Autumn 16



Educational Visits – Spring Term 2017

Yellow Team

Date Visit Lead Classes Venue Learning Focus

Wed 25th January 2017

Viv Halliwell Robins Hollywood Bowl, Ashton under Lyne

Continuing on from PE lessons in class, we have been learning about playing skittles. We then wanted to learn something new, in a new place, but using the skills we have learnt at school, children will participate with each other in a bowling game.

Wed 8th February 2017

Nic Found / Carrie Ball

Laiba & Ewan Players Activation Day at The Aon Training Centre, Carrington

To create a piece of art. To work together. To explore different art mediums. Opportunity to meet players from United's first team and interact with them. The children will create works of art on the theme of ‘Photo Opportunity’.

Tues 21st March 2017

Helen Godfrey Swans Manchester Museum of Science and Industry

To encounter, experience and respond to a new environment including sights, sounds, smells, textures and atmosphere. To encounter and respond to interaction from actors during show. In order to extend our learning on the different sights, sounds, smells and textures of the Industrial Revolution we will explore the different areas of the Museum of Science and Industry. We will also attend the Interactive and Multi-Sensory (Cotton Mill Circus) show that the museum have agreed to tailor to the learning needs of our children.

Blue Team



Michelle Flye Doves Lidl, Chadderton To experience shopping and using money - Maths. To purchase items which we will use to make our own sandwiches. To practice road safety and behaviour outside school - SMSC/PHSE. Find items on a list that they have chosen to make a sandwich and use money to purchase them.


Nic Found / Carrie Ball

Emaan, Kudzai, Lincon, Francis, Liam & Padraig

Players Activation Day at The Aon Training Centre, Carrington





Each Wed during March 2017

Carrie Ball Ospreys Lidl, Chadderton To broaden life experiences. To be able to practise skills previously learnt during our Maths lessons. To develop our social skills. To walk to Lidl and go shopping for items on our list. Each of the children to take a shopping list/photograph or symbol of their required item.

Every Thurs 2nd until 30th March 2017

Kim Meyers Chaffinches Foxdenton Park To observe living things and their habitats (i.e. ducks in the pond, birds in the trees). To broaden life experiences through a multi-sensory, real-life experience. To explore the sensory gardens. Walk to Foxdenton Park. On entering the park go to the pond, observe and feed the ducks, listen to the sounds we can hear. Go on nature walk around the park and gardens, explore the sensory garden.

Thurs 30th March 2017

Carrie Ball Ospreys & Toucans

Blackpool Zoo To witness live animals as part of learning about Living Things and their Habitats. To visit the zoo and look at animals and living things in their habitats.

Thurs 16th March 2017

Naomi Morris Puffins Ability Roadshow at Radclyffe School

To experience different sports. To take part in learning activities in a different environment. To engage in team games with peers. The Ability Roadshow provides pupils with disabilities and additional needs with the opportunity to take part in sports catered to meet their need. The aim of the roadshow is to provide activities that your pupils can then go on to participate within out of school hours.

Tues 28th March 2017

Maria Hallett Toucans - Kira, Mathieu & Daniel

Lidl, Chadderton To identify coins and notes. To add items together and find the correct total. To find the correct change. To take turns in a shop situation and take part in a shop dialogue. From the visit to Lidl the children will be able to participate in a shop dialogue.

Red Team


Mon 30th January 2017

Emma Dixon Starlings Lidl, Chadderton To experience shopping and using money - Maths. To purchase the items which we will use for our picnic - writing using lists - links to English plans. To practice road safety and behaviour out of school - SMSC/PHSE. Finding items on a list and using money to purchase them.


Kimberley Pattillo

Peacocks Hindu Temple, Oldham Pupils respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings. They respond to a variety of new religious experiences. They join in with activities by initiating ritual actions or sounds. They may demonstrate an appreciation of stillness and quietness. Children to visit Shree Swaminarayan Temple Oldham. The children will look around the Temple and observe the altar being 'closed down'. Children to sit quietly in the temple listening to the music and prayer.


Nic Found/Carrie Ball

Leo Smith, Alfie Smith & Martin Kleinschmidt

Players Activation Day at The Aon Training Centre, Carrington


Every Mon starting 27th February 2017 - 27th March 2017 inclusive

Kimberley Pattillo

Peacocks Lidl, Chadderton Visit Lidl with shopping list to buy ingredients to make sandwiches in Cookery later that day. Listen attentively. Listen to and follow instructions. Combine single words, signs and symbols to communicate meaning to a range of listeners - English. Indicate quantities up to 10 (quantity not numerals). Show an awareness of number activities and counting. Solve problems with counting. Add one more and count how many.




Wed 15th March 2017

Kimberley Pattillo

Peacocks Pets at Home, Oldham Children to get the public transport bus to 'Pets at Home' on Elk Mill to look at the different animals in their habitats. To pay specific attention to animals that live in water. Before the visit the children will be asked to find out whether certain animals live in water or land.

Thurs 23rd March 2017

Emma Hamnett

Penguins & Ducks

Smithills Open Farm, Bolton

For the children to experience live animals in an authentic farm setting. For the children to encounter a different learning environment. A visit to the farm which will include petting the animals, looking at animals and a donkey or tractor ride.

Wed 29th March 2017

Emma Dixon/Lisa Collins

Starlings & Flamingos

Extreme Air Trampoline Park, Oldham

PE Moving our bodies in different ways (jumping). Travelling and moving in different ways. Starlings: We will visit Extreme Air in Oldham for 1 hour to experience changing the ways we move our bodies which we have been doing in P.E. this half terms for the topic "Change It". Flamingos: Children will be given the opportunity to practise new ways of moving covered in P.E. lessons this half term. Jumping forwards with two feet together has been a specific target.

Learning Spaces – Nic Found REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: Following on from the success of creating more defined sensory learning areas in the Woodpeckers classroom we have started to look at the environment in the Starlings class. This space is used by a similar sensory group of complex children with ASD. During the Easter holidays we had a low level building structure (gated low wall) put in to help define and separate the learning spaces. This has helped to give the relatively large space some definition for both children and staff. As a research project Jenni Cryer and Nic Found are investigating if providing the children with the sensory diet they need will support the children in their learning. We have made several observations of the children during a range of lessons and break times which have helped to base line the children from an engagement point. From here I will begin to work with the staff and children to implement the children’s individual sensory diets based on their OT Sensory Profiles. With class staff we will look at providing a more appropriate style of teaching and learning and measure the impact on engagement again from the children in due course. The class will have some new DMP equipment and some appropriate sensory equipment to help support their individual diets. We will look at a rationale to the environment which incorporates how the children learn and how we will be supporting this. Ultimately the project will also help to develop staff understanding of sensory difficulties and child led learning. Nic has have started to identify some additional areas for development within the Starlings class and Woodpeckers regarding storage. These spaces need to be clutter free and very calm. The class rooms would benefit from some additional storage to help aid this. Before Easter Nic worked alongside Chris Reeves and Prad Vaja to plan for the additional ICT equipment being added into some of the classrooms. This was well planned for and helped to make the process run smoothly. The Doves, Toucans and Flamingos now have a SMART board in their rooms which are fantastic and are being well used to support learning. We have moved some of the Plasma screens around so now all classes have ICT equipment to support teaching and learning.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME Woodpeckers’ class will have an enclosed outdoor texture kitchen within their outdoor learning area which is well resourced and teaching and learning pedagogy is fully understood by staff who teach in the space. New tables and chairs – Community Play Appropriate storage to home the resources and help to keep the space clutter free

To show SLT the designs for their outdoor area – Cool Canvas have designed the area - decide if we are installing - this has been stalled due to funds but an idea for future development. As above Either a bought storage unit or doors adding on to the already existing space - this will require a quote.

Approx. £4,000 Approx £800?

NF NF NF

Ongoing Ongoing



Appropriate resources in place to support the sensory needs of this group of ASD children, including a sensory processing/DMP area.

NF to work with class team to identify resources to set up individual learning areas - this continues and is starting to be implemented in some other classrooms due to more children having Sensory Profiles and requiring a different approach to their learning. This is now happening in the Starlings classroom

Approx. £1500 NF Continuing this year

Resources are identified for Chaffinches’ teaching and learning making the space more accessible for the children’s learning needs.

NF to work with LC and class team to identify suitable resources. New mirror was added to space - some areas altered within space - may still need more resources for the children

Approx. £700 NF Spring 2017

Ongoing classroom maintenance for furniture/resources which are damaged or old

Audit the areas/furniture/resources; develop plan/rolling programme - Woodpeckers are next on the list!

tbc NF Ongoing

Shared Spaces – Class Use – Nic Found REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: Areas continue to be difficult to manage due to a lack of an identified member of staff to manage specific areas and general wear and tear. We have now had the designs from Green Monster Arts for the shared spaces (orange boards). Once the boards arrive in school Chris will put them up outside the relevant rooms.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME Eat well plate designed board to support teaching and learning in Cookery.

Ann from green Monster Arts to submit a quote. Designed from children’s ‘food’ drawings Quote been accepted waiting for Ann to create

Approx £300? NF/EC Spring 2017

Cookery room set up with a larder system for whole school to access, new resources to support the teaching and learning structure, recycled system of waste, a bespoke teaching and learning board, implementation of cookery cards and a robust cleaning and monitoring system

Nic to work with EC/SP and VM to set up space and set up systems to support whole school usage. Research and order suitable equipment to implement T&L Structure. Continue this This has been done but needs evaluating possibly as there have been some issues with ordering and food wastage.

Approx £1000 NF/EC/VM

Ongoing at present

All school areas have appropriate new signage system ; outdoor shared spaces are well signposted - including woods

Ready to be actioned – Summer 2017

Approx £600

NF Ongoing - Summer 2017

Soft Play is clear and more suitable for children to access Move and get rid of plastic sofa, add a few chairs and buy a shoe rack - ongoing

£40 NF Spring 2017

New offices have electric points Agree quote - had quote but as not a priority at the moment, using extension cables in offices

Approx. £250 NF Soon as

Communication area has suitable storage New boxes and shelving - completed Spring 2017 Approx. £300 NF/TU/SP/CH

Soon as

Library has suitable storage for new resources Build new library storage - completed £880 NF/SP Over half term ‘16

Continuous development of areas due to wear and tear As areas highlighted – added to rolling programme and priorities identified

Amount depends on any issues

NF Ongoing



Extending use of Outdoor Learning Environment – Nic Found REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: Slowly outdoor areas are being designed and maintained; this is due to monies being put towards new hydro pool. Woodpeckers’ area is planned to have a ‘Texture Kitchen’ and storage area so the children can access a bespoke outdoor area to further enhance their learning. Many classroom areas now have a bench/table system in place but more are still required; these have made a huge impact on learning outdoors as children can now sit in outdoor spaces to access learning activities. Many areas across school would benefit from outdoor storage. As we start to move into the Summer more classes will be accessing their outdoor areas more. The Texture Kitchen Areas could do with being oiled as the wood has started to wear. This has been added to Chris’s list for the Summer holidays as maintenance.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME Woodpeckers have a bespoke gated texture kitchen area with storage

Design, quote sought, including canopy – have quote need to decide if we are going ahead – Not gone ahead due to finances

Tbc – SLT meeting

NF, FS Spring 2017

Texture Kitchens are well maintained and are re-oiled yearly Chris to do this over the Summer holidays Approx £100 for Oil

NF MU Summer holiday 2017

All classroom outdoor areas will have storage and a table/bench area

Nic to audit areas and put together a plan before quote tbc NF By Christmas 2016 - list of spaces

Peacocks has a bespoke outside learning area including bench/table and chalk board

Bench/table Green Monster Arts - chalkboard - being designed - still waiting for the design to come through

Approx. £300 Approx. £120

NF/HP/NS

Nov onwards

Robins have a suitable outdoor storage area A quote has come in from Cool Canvas - need to decide if priority - this is not a priority at the moment

Approx. £1000

Spring 2017



EYFS – Emma Hamnett REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: Personalised Planning Meetings are now taking place for the Early Years children that joined Kingfisher in 2016. During these meetings the children’s One Page Profiles are created with

the support of Lynne Rogers and using the shared information from Parents and the Class Teacher. From September 2017 these will be completed in new pupils’ interim meetings

SaLT and O.T. recommendations are being implemented for individual children with the aim that all children will have Communication guidelines in place.

‘Getting Ready for Learning’ has been a specific focus in the Penguins and Chaffinches classroom with personalised strategies integrated into daily practice and consideration for group sessions to ground, calm and refocus children at different times in the School day have been included in the class timetables.

Louisa (Chaffinches Teacher) has been working closely with Nic Found to incorporate sensory diet activities into the daily routine.

TA’s across the Early Years team have taken part in a TA swap with another colleague from a different learning hub as part of a training cycle aimed to develop knowledge and experience of different learning styles and roles across the School.

EH and JC are part of the Curriculum Review team and are looking at the implications for Early Years within the whole School review of curriculum and practice.

Early Years Teachers are completing the ELKLAN training course



Information is beginning to be shared about new children that will be attending Kingfisher in Sept 2017 – Early Years Teachers are attending Annual Reviews and Personalised Planning Meetings for the children at their current settings where applicable.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME To develop a strong and ‘forward thinking’

team within Early Years Change Team to meet Summer 2 to identify next steps for development across EY

EH to meet with LC to plan play development in the Chaffinches in Summer 2

EH to meet with Sally Thornley to review play development in the Penguins and Ducks

Cover for teachers -EY workshop

JC/EH EH/LC EH/ST

–June – July 2017

To ensure all pupils make good progress

To access EYFS data – Early Years children’s data to be grouped as a set

JC and EH to meet to analyse the data - Identify children/groups of children that are not making good progress in a specific area

JC and EH to compare data from same period in previous School year

Meet with EYFS Teachers to discuss data – part of pupil progress meetings

Set up EYFS intervention groups based on identification of data analysis

Cover for EH during EY pupil progress meetings

JC/EH/CW June 2017

To ensure high quality teaching at all times in the Early Years

EY Learning Walks

Informal drop in sessions – to find out about and get an overview of each EY class

EY Teachers to visit and observe LP to develop practice

EY lead to be involved in classroom observations across all the EY settings

EH/JC On-going

To identify and develop how ‘play’ is accessed and used to build upon the children’s skills

EH to observe play skills in Goldfinches’ class – look at planning and how this links to children’s learning and PLP targets

EH and JC to research ‘play’ – how can this be implemented at KF

Arrange meeting with ST – create play profile for all children across the EY

EH to work with NF to create observation and assessment for texture kitchen (outdoor learning)

EH/JC On-going





LEADERSHIP & MANAGEMENT

Organisation (whole school)

School Context - Current picture and Admissions We now have 178 pupils on role and our commissioned PAN remains at 160. We had discussed numbers for September 2017 with the LA and had agreed at 160. However, after further consideration and the amount of papers we received for new pupils for the new academic year, we have agreed to go up to 170 at the moment although this might change as we have already reached that number and are beginning to turn children away although we can meet their learning needs. The budget is much tighter next year due to the amount of PMLD children who are leaving and children who receive 1 to 1 funding – this will possibly impact on temporary staffing. We are meeting with the LA to discuss possible ways forward.

Yellow Team - Emergent Learners / Learning to Learn

Class Teacher/s Support Staff Girls Boys Total

Robins Bev Lees

Viv Halliwell (Level 4 TA -5 days) Christine Callan (Level 3 TA -2 days M-Tu) Helen Cummiskey (Level 3 TA -3 days W-F) Joseline Ndayisenga (Level 1 TA -4 days M-Th) Kathryn Parker (Level 1 TA -5 days) Anna Sambrook (Level 1 TA- 5 days) Cate Helm (Level 1 TA- 1 day – Fri) Sandra Thomas (MDL 5 days)

6 9 15

Pelicans Nicola Smith/Kim Miller (Level 4)

Ann Armstrong - Marshall (Level 3 TA - 5 days) Sam Bacon (Level 1 TA -5 days) Lynn Howard (Level 1 TA -5 days) Cate Helm (Level 1 TA – 2 days W-Th) Adele Berry (Level 1 TA – 3 days M.Tu.F) Leanne Kenyon (Supply MDL – 5 days) Charlotte Taylor (Supply MDL – 4 days Tu-F)

4 5 9

Wrens Samantha Layden

Anne Tomlinson (Level TA – 4 ½ days, Computing Assistant) Angela Mullington (Level 3 TA ½ day Wed am) Helen Thomas (Level 1 TA - 5 days) Samantha Plant (Level 1 TA-5 days) Vicky Montgomery (Level 1 TA - 5 days) Deborah Buckley (MDL - 5 days)

4 5 9

Swans Helen Godfrey

Nicola Hicklin (Level 3 TA -5 days) Madeleine Sargent (Level 3 TA -5 days) Pam Seers (Level 1 TA- 5 days) Claire Holt (Level 1 TA -5 days temp) Carole Gordon (MDL 5 days – mat cover for Shauntelle Dawkins)

6 4 10

Skylarks Charlotte Williams Lisa Garside (Level 4 TA Computing Assistant)) Ann Stuart (Level 1 TA -5 days) Jacqueline Attwater (Level 1 TA - 5 days)

4 5 9



Michelle Scanlon (Level 1 TA – 1 day Mon) Rachel Williamson (MDL -5 days) Stephanie Grundy (MDL -5 days)

Blue Team - Learning to Learn / Independent Learning


Chaffinches

Louisa Carter(3 M-W) / Kim Meyers HLTA (2 T-F)

Lindy Cartwright (Level 3 TA - 5 days) Allyce Firth (Level 1 TA - 5 days – mat cover for Aimee Nutt) Tracy Heap (Level 1 supply TA - 5 days) Emma Hobin (MDL 5 days)

5 2 7

Goldfinches

Ann Whitehead (3 W-F) / Kim Meyers HLTA (2 M,T)

Nicola Cooke (Level 3 TA - 5 days) Jo Winterburn (Level 1 TA - 5 days) Beth Brook (Level 1 TA -5 days) Suzanne Barnsley (Supply MDL 5 days)

3 6 9

Blue Jays Carol Whitehead

Donna Paterson (Level 4 TA - ½ day) Donna Paterson (Level 3 TA – 4 ½ days) Pam Dean (Level 1 TA – 5 days) Anne Harrison (Level 1 TA – 5 days – Supply) Lisa Bolger (MDL 5 days)

2 6 8

Ospreys Carrie Ball

Jill Lomax (Level 3 TA - 4 days M-Th) Cheryl Wight (Level 3 TA -1 day Fri) Katie Harris (Supply TA1 - 5 days) Sam Parker (Level 1 TA - 5 days) Margaret Stanley (MDL - 5 days)

2 8 10

Doves

Michelle Flye (M,T,W,T) / Sarah Woods HLTA (F)

Diane Molden (Level 3 TA – 5 days) Maymunah Inam (level 1 TA – 5 days) Chelsea Beards (Level 1 TA – 5 days) Kyle Williamson (Supply MDL - 5 days)

3 5 8

Canaries Terri Unsworth

Joanne Tierney (Level 3 TA - 4 days) Joanne Tierney (Level 4 TA – 1 day – W) Sally Ann Hall (Level 1 TA - 5 days) Andrew Fitzman (Level 1 TA - 4 – M-T) Michelle Scanlon (Level 1 TA - 2 days W,F) Marie Sanderson (MDL -5 days)

2 6 8

Toucans Maria Hallett

Lois Carlisle (Level 3 TA - 3 days M,T,F) Cheryl Wight (Level 3 TA - 2 days W,Th) Julie Graham (Level 1 TA - 5 days) Lucy Best (Level 1 TA - 5 days) Kirsty Fraser (Supply MDL 5 days)

1 7 8

Puffins Naomi Morris

Tracy Jackson (Level 3 TA – 5 days) Sarah Lees (Level 1 TA – 5 days)

0 8 8



Karen Mason (Level 1 TA - 3 days W-F) Liam Hodkinson (Level 1 TA - 2 days M-T) Phil Seers (MDL - 5 days)

Red Team – ASD (Autistic Spectrum Disorder)


Penguins

Emma Hamnett (M,W,T,F) / Sarah Woods HLTA (T)

Cath Hunter (Level 3 TA – 5 days) Thomas Winterburn (Level 1 TA - 5 days) Fateha Begum (Level 1 TA - 5 days) Julie Henshaw ( MDL - 5 days)

0 10 10

Ducks Deborah Riley HLTA Rayann Ball (Level 1 TA - 5 days) 0 5 5

Parrots Sian Montgomery (M,T,T,F) / Sarah Woods HLTA (W)

Michelle Seers (Level 3 TA - 5 days, mat cover for Kirsty Kelly) Jane Titterton (Level 1 TA - 5 days) Additional Level 1 TA supply daily supply cover Soraya Al-Halabi (MDL - 5 days)

0 7 7

Woodpeckers Fran Scholes

Katie Robson (Level 3 TA - 5 days) Ayesha Hussain (Level 1 TA - 5 days) Jess Tupman (Level 1 TA - 5 days) Natasha Gordon – TBC (5 days)

1 7 8

Starlings Emma Dixon

Carrie Ashworth (Level 3 TA - 5 days) Clare Agnew (Level 1 TA - 5 days) Sarah Styles (Level 1 TA - 5 days) Mandy Fullen (MDL - 5 days)

0 9 9

Peacocks Kim Pattillo

Alison Mottershead (Level 3 TA - 5 days) (MAT cover for Rachel Mitchell) Nicola Meyers (Level 1 TA - 5 days) Iqra Ali MDL – (Supply MDL – 5 days)

2 4 6

Flamingos Lisa Collins

Nicola Hamnett (Level 3 TA - 3 days) (W-F) Angela Mullington (Level 3 TA - 2 days) (M,Tu) Jack Hobson (Level 1 TA - 5 days) Dionne O’Dare (MDL - 5 days)

1 6 7

Ravens Elaine Curran

Adam Hinchcliffe (Level 3 TA - 5 days) Stacey McDonald (Level 1 TA - 5 days) Liam Hodkinson (Level 1 TA - 3 days (W-F) Kerry Conwell (Level 1 TA - 3 days (M-W) Paula Wright (MDL - 5 days)

2 6 8

Total 48 130 178

HLTA – Carol Shaw (5 days) 1 Part Time 177 Full Time MUF Hub Development Officer - Steve Harcourt (5 days) Healthcare Support Assistant – Charlene Biggs (5 days)



Staffing Structure MPR = Main Pay Range; UPR = Upper Pay Range; TLR = Teaching & Learning Responsibility; LR = Leadership Range; SEN – Special Educational Needs Allowance tto – term time only (190 days)

Trust - Strategic Leadership Team (SLT) (6)

Mrs Anne Redmond Executive Principal (LR) Headteacher / Chief Executive Officer / Accounting Officer

Mrs Sue Caine Head of School (LR) Director of Pastoral Care (Designated Safeguarding)

Mrs Jenni Cryer Assistant Headteacher (LR) Director of Pedagogy + Leader of Wellbeing Aspect (& Sports Premium)(2nd Designated Safeguarding)

Miss Suzanne Pass Assistant Headteacher (LR) Director of Educational Excellence (2nd Designated Safeguarding)

Mr Michael Unsworth Business Director (NJC PO full time) Director of Business & Marketing / Principal Finance Officer

Ms Nicola Found Lead Practitioner (LR) Director of Creative Learning

Teaching Staff - Class-based Teaching Staff (20)

Mrs Carrie Ball Teacher (MPR + 1 SEN) Class teacher + Leader of Science

Mrs Louisa Carter Teacher (UPR + 1 SEN) Class teacher (3 days) + Leader of Drama

Mrs Lisa Collins Teacher (UPR + 1 SEN) Class teacher + Leader of Computing

Miss Elaine Curran Teacher (UPR + SEN + protected TLR2b) Class teacher + Leader of Cookery

Miss Emma Dixon Teacher (MPR + 1 SEN) Class teacher

Miss Michelle Flye Teacher (MPR + 1 SEN) Class teacher (NQT)

Miss Helen Godfrey Teacher (MPR + 1 SEN) Class teacher + Leader of Languages

Miss Maria Hallett Teacher (UPR + 1 SEN) Class teacher + Leader of Maths

Miss Emma Hamnett Teacher (LR) Class teacher + Lead Practitioner EYFS

Miss Samantha Layden Teacher (MPR + 1 SEN) Class teacher (RQT) + Leader of Humanities (History & Geography)

Miss Bev Lees Teacher (UPR + 1 SEN) Class teacher (4 days) Designated 1st Aider

Miss Sian Montgomery Teacher (MPR + 1 SEN) Class teacher (NQT)

Mrs Naomi Morris Teacher (UPR + 1 SEN + TLR2) Class teacher + Leader of English

Mrs Kimberley Pattillo Teacher (UPR + 1 SEN) Class teacher + Leader of PE

Miss Fran Scholes Teacher (MPR + 1 SEN) Class teacher

Mrs Nic Smith Teacher (LR) Lead Practitioner – developing Quality of Teaching and Learning (4 days)

Mrs Carol Whitehead Teacher (UPR + SEN + protected TLR2b) Class teacher + Leader of Music

Mrs Terri Unsworth Teacher (LR) Class teacher + Lead Practitioner + Total Communication Lead

Mrs Charlotte Williams Teacher (LR) Class teacher + Lead Practitioner + Pupil Progress Lead (& Pupil Premium) + Computing Lead

Mrs Ann Whitehead Teacher (UPR + 1 SEN + TLR2) Class teacher + Leader of PSHE (3 days)

Support Staff

Learning and Pastoral Support Teams (11)

Mrs Shamin Akhtar UQT 1.5 days tto Family Support Liaison Officer (FSLO)

Mrs Charlene Biggs Grade 4 32.5 hrs + 5 days Health Care Support Assistant Designated 1st Aider



Mrs Mandy Cooke Grade 3 12 hrs (2 days) Assistant Speech & Language Therapist

Mrs Cath Croke Grade 7 tto + 15 days Moving & Care Leader

Miss Kirsty Fraser Level 1 32.5 hrs + 5 days + SEN Lifeguard (temporary contract until 12.5.17)

Mrs Catherine Hayes TA4 32.5 hrs tto + 5 days + SEN Communication Assistant Designated 1st Aider (temporary secondment)

Mrs Nicola Kirk Grade 2 32.5 hrs, tto + 10 days Curriculum Technician

Mrs Lynne Rogers Grade 5 36.40 hrs full year Family Support Liaison Officer (FSLO)

Mr Abdul Shahid UQT 0.5 day tto Family Support Liaison Officer (FSLO)

Mrs Karen Taylor Grade 5 36.40 hrs, tto + 8 days Data Analyst & Information Manager (& Clerk to Members, Trustees & Local Governing Body)

Mrs Sally Thornley Grade 9 32.5 hrs + SEN Play Therapist

Higher Level Teaching Assistants (HLTA) (3)

Sarah Woods (HLTA) previously worked at Kingfisher and is currently supporting classes around school to cover teacher’s PPA time and NQT days.

Mrs Kim Meyers Grade 6 + SEN 32.5hrs tto + 3 weeks Designated 1st Aider

Mrs Debbie Riley Grade 6 + SEN 32.5hrs tto + 3 weeks Designated 1st Aider

Mrs Carol Shaw Grade 6 + SEN 35.5hrs tto + 1 week Designated 1st Aider

Level 4 Teaching Assistants (2)

Kim Miller is hoping to qualify as a teacher at the end of the summer term. She has trained whilst working in a class this year through the Assessment Only route. We have offered Kim a position as a teacher from September 2017 when she will commence her NQT year.

Ms Vivienne Halliwell Grade 5 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Kimberley Miller Grade 5 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Teaching Assistants (TA) (72)

There has been some staff movement over the last term. We were able to secure additional funding for a child who was presenting with some really challenging behaviours and Ann Harrison (formerly on the supply list) is now supporting the child with some success. There are 2 Level 3 TAs due back in May from maternity leave – Rachel Mitchell and Kirsty Kelly. Alison Mottershead and Lisa Garside have both stepped up to the Level 3 role to cover these mat leaves and Lisa has now secured a Level 4 TA Computing role. On their return Alison will step back into her original Level 1 role and will be covering the classroom release of the Water Safety Team for the remainder of the term. Both Lynne Howard and Sam Parker have handed their notice in to finish at the end of the summer term. Lynne is retiring and Sam is planning to travel. With the long term absence of Carol Whitehead, Donna Paterson has stepped up to Level 4 role for a day and a half to cover the class on a Monday and to complete any paperwork on a Tuesday morning. Diane Gledhill and Gill Froggatt are covering the other days between them. Georgina Quinn has left to take up post in a different special school. Michelle Seers will be covering this role until Kirsty Kelly returns from her maternity leave.

Mrs Clare Agnew Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Ann Armstrong-Marshall Level 3 + SEN 32.5 hrs tto + 1 week

Miss Carrie Ashworth Level 3 + SEN 32.5 hrs tto + 1 week

Mrs Jacqueline Attwater Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Samantha Bacon Level 1 + SEN 32.5 hrs tto + 1 week

Miss Rayann Ball Level 1 + SEN 32.5 hrs tto + 1 week (temporary contract)

Miss Chelsea Beards Level 1 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Miss Adele Berry Level 1 + SEN 19.5 hrs tto + 1 week (3 days: Mon, Tues, Fri)

Mrs Fateha Begum Level 1 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Miss Lucy Best Level 1 + SEN 32.5 hrs tto + 1 week (temporary contract)



Miss Beth Brooks Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Christine Callan Level 3 + SEN 13 hrs tto + 1 week (2 days: Mon; Tues)

Miss Lois Carlisle Level 3 + SEN 19.5 hrs tto + 1 week (3 days: Mon, Tues, Fri)

Mrs Lindy Cartwright Level 3 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Kerry Conwell Level 1 + SEN 19.5 hrs tto + 1 week (3 days: Mon-Weds)

Miss Nicola Cooke Level 3 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Helen Cummiskey Level 3 + SEN 19.5 hrs tto + 1 week (3 days: Wed; Thurs; Fri)

Mrs Pam Dean Level 1 + SEN 32.5 hrs tto + 1 week

Mr Andrew Fitzman Level 1 + SEN 26 hrs tto + 1 week (4 days: Mon – Thurs)

Mrs Lisa Garside Level 4 Computing Assistant + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Miss Julie Graham Level 1 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Sally Ann Hall Level 1 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Miss Katie Harris Level 1 + SEN 32.5 hrs tto + 1 week (temporary contract)

Mrs Anne Harrison Level 1 + SEN 32.5 hrs tto + 1 week (temporary supply until July 2017)

Miss Nicola Hamnett Level 3 + SEN 19.5 hrs tto + 1 week (3 days: Wed-Fri)

Mrs Tracy Heap Level 1 + SEN 32.5 hrs tto + 1 week (temporary supply until July 2017)

Mrs Cate Helm Level 1 + SEN 19.5 hrs tto + 1 week (3 days: Wed – Fri)

Mrs Nicola Hicklin Level 3 + SEN 32.5 hrs tto + 1 week

Mr Adam Hinchcliffe Level 3 + SEN 32.5 hrs tto + 1 week

Mr Jack Hobson Level 1 + SEN 32.5 hrs tto + 1 week

Mr Liam Hodkinson Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Clare Holt Level 1 + SEN 32.5 hrs tto + 1 week (fixed term contract for specific pupil)

Mrs Lynne Howard Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Catherine Hunter Level 3 + SEN 32.5 hrs tto + 1 week

Mrs Ayesha Hussain Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Maymunah Inam Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Tracy Jackson Level 3 + SEN 32.5 hrs tto + 1 week

Mrs Kirsty Kelly (Mat Leave) Level 3 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Alex Lambert Level 1 + SEN 32.5 hrs tto + 1 week (mat leave supply cover for Jess Tupman)

Miss Sarah Lees Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Jill Lomax Level 3 + SEN 26 hrs tto + 1 week (4 days: Mon-Thurs) Designated 1st Aider

Mrs Karen Mason Level 1 + SEN 19.5 hrs tto + 1 week (3 days: Wed; Thurs; Fri)

Mrs Stacey McDonald Level 1 + SEN 32.5 hrs tto + 1 week

Miss Nicola Meyers Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Rachel Mitchell (Mat Leave) Level 3 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Diane Molden Level 3+ SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Vicky Montgomery Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Alison Mottershead Level 1 + SEN 32.5 hrs tto + 1 week (Level 3 TA mat leave for Rachel Mitchell until 15.5.17)) Designated 1st Aider

Mrs Angela Mullington Level 3 + SEN 16.25 hrs tto + 1 week (2.5 days: Mon; Tues; Wed am)



Miss Joseline Ndayisenga Level 1 + SEN 26 hrs tto + 1 week (4 days: Mon - Thurs)

Miss Aimee Nutt Level 1 + SEN 32.5 hrs tto + 1 week (temporary contract)

Mrs Kathryn Parker Level 1 + SEN 32.5 hrs tto + 1 week

Mr Sam Parker Level 1 + SEN 32.5 hrs tto + 1 week

Miss Donna Paterson Level 3 + SEN 32.5 hrs tto + 1 week (temporary contract)

Miss Samantha Plant Level 1 + SEN 32.5 hrs tto + 1 week

Miss Katie Robson Level 4 Computing Assistant + SEN 32.5 hrs tto + 1 week

Miss Anna Sambrook Level 1 + SEN 32.5 hrs tto + 1 week (temporary contract)

Miss Madeleine Sargeant Level 3 + SEN 32.5 hrs tto + 1 week

Mrs Michelle Scanlon Level 1 + SEN 32.5 hrs tto + 1 week (temporary contract)

Mrs Pam Seers Level 1 + SEN 32.5 hrs tto + 1 week

Mrs Michelle Seers Level 1 + SEN 32.5 hrs tto + 1 week (Level 3 TA mat leave for Kirsty Kelly until 26.5.17)

Mrs Margaret Stanley Level 1 + SEN 14 hrs per week + 1 week (11:45 - 2.30 Mon-Thurs; 11.45-2.45 Friday)

Mrs Ann Stuart Level 1 + SEN 32.5 hrs tto + 1 week

Miss Sarah Styles Level 1 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Helen Thomas Level 1 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Joanne Tierney Level 3 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mrs Jane Titterton Level 1 + SEN 32.5 hrs tto + 1 week (temporary contract)

Mrs Anne Tomlinson Level 4 Computing Assistant + SEN 32.5 hrs tto + 1 week

Miss Jessica Tupman (Mat Leave) Level 1 + SEN 32.5 hrs tto + 1 week

Miss Cheryl Wight Level 3 + SEN 19.5 hrs tto + 1 week (3 days: Wed; Thurs; Fri)

Mrs Joanne Winterburn Level 1 + SEN 32.5 hrs tto + 1 week Designated 1st Aider

Mr Thomas Winterburn Level 1 + SEN 32.5 hrs tto + 1 week

Operational Services (11)

Shauny Ashworth was taken on on a temporary contract. The original plan was for her to become involved in the development of the MAT and Halcyon Way and develop capacity in the back office. As this has been delayed we have decided that her contract will not be renewed.

Miss Shauny Ashworth Grade 2 36.40 hrs, tto + 5 days Receptionist & Administrator (12 month contract)

Mrs Natasha Bainbridge Grade 2 36.40 hrs, tto + 5 days Receptionist & Administrator

Mrs Helen Bonworth Grade 2 36.40 hrs, tto + 5 days Receptionist & Administrator

Mrs Vikki Boyd Grade 4 36.40 hrs, tto + 15 days Systems & Office Manager Designated 1st Aider

Mrs Christine Callan Grade 3 19.07 hrs (2.5 days: Wed; Thurs; Fri am), tto + 9 days Administrator (Finance Officer)

Mrs Kath Cooper Grade 3 36.40 hrs, tto + 15 days Administrator (Systems Officer)

Mrs Carole Gordon Grade 2 20 hrs, tto Housekeeper

Mrs Mel Lewis Grade 8 full time Teaching School Manager

Mr Christopher Reeves Grade 2 full time Site Assistant

Mr Tony Whipp Grade 5 full time + unsocial hrs allowance Facilities Manager

Mr Pradeep Vaja Grade 5 full time Network Manager

Mid-Day Supervisors (21) – all 7.5 hrs tto

Mrs Iqra Ali Casual supply



Mrs Soraya Al-Halibi

Miss Suzanne Barnsley Casual supply

Miss Lisa Bolger

Mrs Deborah Buckley

Miss Michelle Davies Casual supply

Mrs Shauntelle Dawkins (mat leave)

Miss Kirsty Fraser Casual supply

Mrs Mandy Fullen

Mrs Carole Gordon Long term sick

Mrs Natasha Gordon Casual supply

Miss Stephanie Grundy

Mrs Julie Henshaw Casual supply

Miss Emma Hobin

Miss Dionne O’Dare Leaving 26.5.17

Mrs Sue Parkin

Mrs Marie Sanderson

Mr Phil Seers

Miss Charlotte Taylor Supply

Mrs Sandra Thomas

Mr Kyle Williamson Supply

Miss Rachel Williamson

Mrs Paula Wright

Additional Staff

Mr Steve Harcourt Manchester United Foundation coach

Staff Wellbeing and Attendance

Staff wellbeing remains a priority and as a school there are many things which are in place to support staff both with their learning and their general wellbeing. The CPD budget is 1% of the whole budget – the average schools CPD budget is 0.6%. This demonstrates school’s commitment in identifying staffs’ professional development as an important part of supporting them through the school day. Induction and training ensure that staff are adequately prepared for their role in school.

We continue to provide tea, coffee and milk for staff to use on their breaks in the extensive staff room which has no work related materials in it and no meetings held there. This ensures that it is a room that is dedicated to staff being able to relax.

Staff absences are managed by Sue Caine with the additional support of HR when needed and the Occupational Health Service. School have bought into cover insurance which offers the additional benefits of counselling services for staff and their immediate family if they wish to access it – we are not notified if they do access it so the service is totally confidential.

We have given extra support for the NQTs over the year – each one having a day of a Lead Practitioner each week as a mentor and to help them with their practice.



We have created a self-reflecting culture and pride ourselves on encouraging staff to find solutions rather than having to be ‘told’. This is becoming more embedded across school as we continue to develop it with staff.

Summer Term 2015 Autumn Term 2015 Spring Term 2016 Summer Term 2016 Autumn Term 2016 Spring Term 2017

Teaching Staff 92.4% 89.4% 93.4% 91.52% 89.62% 94.18%

Without l-t absence 95.8% 94.9% 97.2% 95.1% 96.6% 95.10%

Support Staff 89.3% 87.5% 88.6% 88.5% 91.2% 91.25%

Without l-t absence 95.1% 94.2% 93.9% 93.8% 94.9% 94.53%

A very different term from Autumn Term with a much lower number of long term absences (1 teacher and 5 support staff, compared to 4 and 8 respectively). This is evidenced in the much closer percentages than is usually the case. Of these only the teacher is still on long term absence (bereavement).

Personal Development, Behaviour & Welfare – Sue Caine

Pastoral Support Team Home Learning Links – Lynne Rogers Throughout the spring term Personalised Planning meetings have provided a relaxed environment for parents to share their thoughts around their children’s learning and support at Kingfisher, empowering them to shape the future of support for their child. Attendance by parents has been exceptionally high and reflects the work as a school we have put into making the new meeting format parent friendly. Parent/carer workshops this term included – MISP (Massage in Schools Programme), Tablets and Technology at home, Yr6 parent’s ‘Welcome to New Bridge School’. Workshops planned for next term include, re-running Tablets and Technology at Home due to success and feedback, Yoga and Aromatherapy, parents drop in, Eid celebrations and engagement with new families through home visits. As a team we have planned to meet with local community groups with a view to working collaboratively to enable that we signpost parents to the service / association which best fits their needs, and have a deeper understanding of the service providers.

Play Therapy - Sally Thornley Sally continues to provide a range of Play Therapy sessions across school to approximately 30 children a week to those children identified as having the most need, with six children and families eventually recruited to participate in her MA action research project. This term has seen Sally working with a number of class teams to develop their understanding of attachment relationships and how these may impact on a child’s learning.

Safeguarding/LAC Safeguarding pupils continues to be a priority for all staff across school and they are all very familiar with the process which we have in place. Due to the complex needs of the children at Kingfisher lots of time is taken up attending Child in Need Meetings and Child Protection Conferences. These meetings have now been shared between Sue Caine, Jenni Cryer and Suzanne Pass (all designated Safeguarding personnel), thus building on capacity and sharing the workload. Sue Caine continues to lead on LAC children – we currently have 3 LAC pupils – 2 from Oldham and 1 from Manchester LA. SLT and some Trustees attended Safer Recruitment training in January and some of the new Governors have attended the Governor safeguarding training held by the LA.



Health Partners Charlene Biggs (previous Health Care Worker) continues to settle into her role and has begun to plan for staff training whilst overseeing the administering of meds across school. She has also completed her First aid training and so is a designated First Aider. Janet Schofield (School Nurse) has been working across all the special school sites in Oldham and a new nurse has been appointed and is currently shadowing Janet. The new nurse will also be based across sites but it should result in us having more than one day a week nursing cover. The medical forms will need to be completed by the School Nurse with parents of new pupils so this will be planned for in the Summer Term with Charlene attending home visits with the Pastoral Team when appropriate.

Transition There are a total of 28 leavers this year – the largest number we have had before. There are 12 children leaving Yellow Team – these are children with complex learning needs and medical needs. We have had several meetings with New Bridge over the term and transition visits and staff visiting Kingfisher will start in earnest in the Summer term. It is vital that all information is passed onto New Bridge to ensure a smooth transfer across schools. Elaine Curran will be leading on transition with Sue Caine having the overview. Transition for pupils within Kingfisher has started to be planned for and class lists are being compiled.

Pupil Attendance - Spring 2017 (3.1.17 – 31.3.17) % Attendance % Authorised % Unauthorised

Yellow Team – Emergent Learners / Learning to Learn

Robins 50.7 49.0 0.2

Skylarks 81.4 18.6 0.0

Pelicans 81.8 18.0 0.2

Wrens 74.7 25.3 0.0

Swans 46.5 53.3 0.2

Blue Team - Learning to Learn / Independent

Learning

Goldfinches 81.4 18.6 0.0

Chaffinches 69.9 30.1 0.0

Puffins 91.1 8.7 0.2

Ospreys 80.1 19.4 0.5

Canaries 86.5 12.4 1.1

Doves 88.1 11.0 0.8

Toucans 93.5 6.0 0.4

Blue Jays 88.1 11.2 0.6

Red Team – ASD (Autistic Spectrum Disorder)

Penguins 93.0 7.0 0.0

Ravens 94.5 5.3 0.2

Woodpeckers 92.8 7.2 0.0

Peacocks 96.5 3.2 0.3

Ducks 76.6 23.4 0.0

Flamingos 91.3 8.7 0.0

Parrots 96.2 3.5 0.2

Starlings 95.8 4.2 0.0

Overall

Spring 2017 83.2 16.5 0.3

Autumn 2016 85.1 14.8 0.1

Summer 2016 83.9 15.7 0.4

Spring 2016 83.3 16.7 0.0

Autumn 2015 81.9 17.9 0.2

Summer 2015 84.0 15.2 0.7





Community Partnerships - Michael Unsworth

Kingfisher Ball – The 11th Kingfisher Ball took place on March 18th and was a great success, raising £9,200 on the night. We had over 150 guests and many of the changes that were made from previous Balls worked very well. The partnership with Team Spirit to create a ‘Hollywood’ themed event was superb and hopefully we can strike a similar kind of deal for next year’s Ball to work with them again. The new Kingfisher Ball app was launched and again worked well as a first time of using. We can now develop this for a feature for the school and also how we use it for next year’s event. Our host, Elliott, was very good, albeit very different from what we had become used to with John Stapleton. We are going to try a different approach to the host next year and have confirmed that the Hollyoaks and Emmerdale actor – Alex Carter – will be hosting the event for us.

‘Team Kingfisher’ (Charity – was the Kingfisher Association) We have had a number of very successful events over the term:

Manchester Marathon – Michael ran this recently and raised almost £500

Easter Raffle – raised £780

We have also had a number of larger donations recently – these include £1,300 from Radial Limited (a local firm) and £900 from a Kingfisher child’s grandparents 60th birthday

Our up-coming events planned include:

Kingfisher Gallery Event on 21st June– information about this event will be published shortly

Inspirational Speaker – Gary Endacott – is from New Zealand and is doing a number of talks across the region about his life with cerebral palsy and how he accomplished major challenges such as running marathons and climbing mountains – will be at an event at the school on 4th July. This is still in the early days of planning and further information will be issued once everything is finalised

Operational Support - Michael Unsworth

Facilities

REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: Our current storage for moving and handling equipment (an external portakabin) is now beyond its lifespan and we need to look at solution. It has been in a poor state of repair for

some time and we have been patching up. However, we need to now dispose of this and investigate a possible replacement

As an Academy, the Trust is able to apply for Condition Improvement Funding, directly from the Education Funding Agency. Each year the priorities for the funding changes and is re-launched in mid/late October. There may be opportunities for the Trust to bid for funding to develop/maintain areas of site.

Update There has been little in the way of major works during the previous term. The main focus was on ensuring that assets are tracked and updated to provide information for the end of year financial accounts for the Trust. We have been expanding on the use of the Parago system for logging assets and commissioned an Asset Management Plan to provide clarity on the condition of the school’s buildings (as the previous one provided by the LA was outdated and cumbersome to use)



Unfortunately we were unable to bid for any Condition Improvement Fund monies for a number of reasons, the main one being that the focus from the DfE was to provide for large scale asbestos removal works and re-instate areas of school buildings that were either unable to be used, or could possibly be closed in the short term due to their condition. After speaking to a consultant about what areas we might like to apply for funding for, he was confident that we would be unsuccessful. The application process would have involved both a considerable

amount of time and cost and it was felt that it would not be worth the risk applying for.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME Continuing rolling programme of classroom refurbishments, commencing with classrooms that were not part of the Primary Capital Programme

Work through each classroom area ideally 1 per holiday to include painting, stripping out old wiring, replace flooring where necessary etc.

Individual per room – approx. £3k for floor and paint

MU Continuing

Closer working with Nicola Found prior to end of school year to plan classroom environment requirements over the Summer holidays

MU/NF/CR to meet during late Summer Term each year Unknown – dependent upon each class

MU Summer Term each year

Develop strategic plan of estate to incorporate both short term and long term development/maintenance plans. Incorporating bids for Condition Improvement Fund

Commission asset management plan and feed into Parago Identify key maintenance and development requirements for school based on asset management plan Apply for CIF as appropriate, based on school requirements and objectives of the fund each year

Approx. £1,000 Unknown Time

MU MU MU

Plan by end of 2016, Parago Easter 2017 Easter 2017 Each Oct/Nov

Develop a strategic plan around the use of energy at the school and waste production to incorporate the current practices and efficiencies in school and how we can increase energy efficiency and reduce waste across school. This plan can then be developed further with the KAT to involve the children.

An initial meeting was held between TW/CR/NF and Chris Redmond with a number of follow up actions and data gathering work to do before a follow up meeting can be arranged in 2017

Meeting time Meeting time initially

MU MU

20/10/16 Throughout 2017

Health & Safety - Michael Unsworth

REALITY - Evidence - Developments in place and what difference are they making to date and impact on learning and teaching: A fire drill was completed on 8th May 2017 and the school was safely evacuated in 2 minutes and 17 seconds.

IDEAL (what needs further development?) ACTIONS required to work towards IDEAL BUDGET LEAD TIMEFRAME Role of Tony Whipp as Facilities Manager to be developed in specific health and safety areas – such as fire management and risk assessments

Following completion of LA course (above) Tony is now leading on a number of site risk assessments, in terms of reviewing them and we will continue to expand on these over the course of time

£0 MU Ongoing



Documents

Leadership Report to Local Governing Body · Infrastructure Manager (& SLA) Total Communication Assistant (support access to learning) ... Personalised learning taking account of